Lesson Topic: Conceptual qualities of visual texts
Learning Area(s): Visual grammar
Unit Aim or Outcome:
To create a multimodal text on the topic of Ancient Egypt. CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities
Lesson Outcome:
WS3.9: Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topic, ideas, issues and written language features.
Indicators: · Organises visual texts to suit a multimedia product. · Uses diagrams, maps, graphs, and illustrations relevant to texts.
After watching, ask students to list the different visual elements featured in the video clip, then play the video again. After the second viewing, as a class make a list of the observed features in the video. Among them should be: Music, diagram, animation, map, symbols, voice over, news presenter, feature film clip, still images.
Ask the class: which elements make this a factual text type? (Discuss)
Tell the class that we will be focusing on visual elements most commonly featured in factual text types. In particular maps, time lines, charts and diagrams.
Teaching strategy/Learning Activity:
Students will ……
Teacher will…
Display on the interactive whiteboard pairs of images (see Appendix 6.1). Each pair consists of one image that is more relevant to factual texts (conceptual), and one image that is more relevant to narrative texts (action). Discuss each pair of images as a class, highlighting the differences between their visual features and their intended purposes.
Next, students will work in groups of 2-3, using computers with internet access. The task is based on the website: http://www.ancientegypt.co.uk/menu.html (British Museum). The site is concerned with Ancient Egypt and is divided into ten topics. For each topic there is a story, a challenge and an explore section. Each group is assigned a visual text type: map, diagram, timeline, chart or annotated image. The task is to explore the website, select specific information, and to represent it using the visual text type assigned to the group. Students design their visual element and write a brief paragraph about the information contained in it (students may use the printers and take screen shots). At the end each group takes a few minutes to briefly present their information while referring to the visual text. They will also need to explain why they chose to represent that specific information through that visual text type.
Throughout the discussion list the main features which have been mentioned.
At the end explicitly highlight the qualities of conceptual images and list examples.
Present the website on the IWB.
While students work on the computers, move around making sure students are considering suitable information and help with presentations.
Concluding strategy: To conclude the lesson students do the ‘Find Your Representation’ activity. In Appendix 6.2 there are different types of written information and correlating visual elements (e.g. a set of directions + a map).
Cut away the images from the written text and place the images in one hat and the written texts in another hat. Divide the class into two groups and have one group pick from one hat and the other group form the other hat. When the teacher says ‘go’, the task is for students to communicate about their text in order to pair the written information with the appropriate visual representation.
Assessment: Assessment is based on observation of discussions, and notes about decision making, engagement and presentation of work, with reference to the outcomes and indicator/s for this lesson.
To create a multimodal text on the topic of Ancient Egypt.
CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities
WS3.9: Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topic, ideas, issues and written language features.
Indicators:
· Organises visual texts to suit a multimedia product.
· Uses diagrams, maps, graphs, and illustrations relevant to texts.
· Interactive White Board (IWB)
· Video clip form: http://www.abc.net.au/btn/v4/story/s2523689.htm
· Computers with internet access + printers (enough for work in pairs)
· Images from Appendix 6.1, ready on the IWB.
· Website: http://www.ancientegypt.co.uk/menu.html
· Cut up print out of Appendix 6.2
Begin the lesson by watching a video of the ABC program ‘Behind the News’, which is about mummies (3.50min). http://www.abc.net.au/btn/v4/story/s2523689.htm
After watching, ask students to list the different visual elements featured in the video clip, then play the video again.
After the second viewing, as a class make a list of the observed features in the video.
Among them should be:
Music, diagram, animation, map, symbols, voice over, news presenter, feature film clip, still images.
Ask the class: which elements make this a factual text type? (Discuss)
Tell the class that we will be focusing on visual elements most commonly featured in factual text types. In particular maps, time lines, charts and diagrams.
Next, students will work in groups of 2-3, using computers with internet access. The task is based on the website: http://www.ancientegypt.co.uk/menu.html (British Museum). The site is concerned with Ancient Egypt and is divided into ten topics. For each topic there is a story, a challenge and an explore section. Each group is assigned a visual text type: map, diagram, timeline, chart or annotated image. The task is to explore the website, select specific information, and to represent it using the visual text type assigned to the group. Students design their visual element and write a brief paragraph about the information contained in it (students may use the printers and take screen shots). At the end each group takes a few minutes to briefly present their information while referring to the visual text. They will also need to explain why they chose to represent that specific information through that visual text type.
At the end explicitly highlight the qualities of conceptual images and list examples.
Present the website on the IWB.
While students work on the computers, move around making sure students are considering suitable information and help with presentations.
To conclude the lesson students do the ‘Find Your Representation’ activity. In Appendix 6.2 there are different types of written information and correlating visual elements (e.g. a set of directions + a map).
Cut away the images from the written text and place the images in one hat and the written texts in another hat. Divide the class into two groups and have one group pick from one hat and the other group form the other hat. When the teacher says ‘go’, the task is for students to communicate about their text in order to pair the written information with the appropriate visual representation.
Assessment is based on observation of discussions, and notes about decision making, engagement and presentation of work, with reference to the outcomes and indicator/s for this lesson.